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Trends. BALLI: a movement away from traditional views of language learning and teaching. FLCAS: a growing feeling of comfort in the language classroom (decreasing anxiety). LSI: Twice as many Visual Learners as Auditory Learners. Almost no Tactile Learners.

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Presentation Transcript
trends
Trends
  • BALLI: a movement away from traditional views of language learning and teaching.
  • FLCAS: a growing feeling of comfort in the language classroom (decreasing anxiety).
  • LSI: Twice as many Visual Learners as Auditory Learners. Almost no Tactile Learners.
  • SILL: General raised awareness of learning strategies.
  • MIS: Comparable presence of all 9 intelligences, with Intrapersonal strength being the strongest and Interpersonal strength being the weakest.
trends1
Trends
  • CLE: heightened awareness of the significance of the learning environment.
  • CEQ: heightened awareness of the importance of matching preferred and actual learning environments.
  • Self-Assessment, Confidence: students responded positively.
  • Self-Assessment, Motivation: students responded positively.
results
Results
  • weekly entries in the journal increased in length over the course of the semester;
  • the number of grammatical inaccuracies decreased without teacher-correction;
  • the individual reflections gained in depth as students became more articulate;
  • topics of the individual reflections became more oriented to language learning (students wrote about whatever they felt to be important to them);
  • there was a noticeable shift in the entries from initial confusion (about the future) and lack of confidence, towards determination to "do my best"; and
  • individual reflections showed encouraging indications of positive attitude change.
results1
Results
  • The interactive/reflective learner journal was a definite factor in attitude change for a number of reasons:
    • Being both interactive and reflective, the journal gave students a framework in which to discuss issues which had not previously been explored by them in any depth.
    • By allowing students to reflect individually upon whatever they found to be important, and by stressing that there were no "correct" answers, the journal encouraged growth of confidence and self-esteem in students who had previously labeled themselves as poor learners.
results2
Results
  • By allowing groups to proceed through the journal at their own pace, students were allowed to spend time on issues that they found meaningful.
  • By bringing teaching/learning-related issues to the attention of the students, the journal promoted cooperative exploration of beliefs, leading to positive modification of attitudes to learning.
  • By encouraging students to make individual reflections on a regular basis, without correction by the teacher, the fear of "making mistakes" was disabled, and writing skills were allowed to improve simply through extended practice and occasional peer-feedback.
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